Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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The 'conceptual storyline' of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011). Because the conceptual storyline is often implicit within a lesson, and teachers often have difficulty articulating this aspect of lesson design (Lo et al., 2014), our professional development program engages elementary teachers in analyzing and developing graphic representations of a lesson's conceptual storyline to make that element explicit. In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline.

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